# YL Material Design & Development

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YL Material Design & Development
Week 6 Inductive Teaching & Can Cant Lesson Productive Skills Framework Lesson Planning 1

Housekeeping: Name Cards

Homework for Next Week Read and answer the questions to Halliwell’s Working w/ and w/o Course Books Qs p. 188 reading pp Reflection on Homework Discuss in small groups or with a partner: What does S-M-A-R-T stand for? How do we make an SLO specific and measurable? What do we need to include?

Which is deductive? Which is inductive?
Bottom-Up Processing Examples I Rule Top-Down Processing Rule I Examples Ss are given a task which helps them discovery the rule. Teacher explains the rule and Ss make examples following the rule.

How to Read a Teacher’s Mind
I am going to ask you some questions. I want you to guess the answers to the questions. Watch me carefully. See if you can read my mind

How to Read a Teacher’s Mind
Before we play the game again, read these questions and try to guess the rule. Guiding questions: What kind of question is the T asking? Can you give some examples? What does the T often do when he asks a question? What is the answer when the T does that?

How to Read a Teacher’s Mind

How did you find the rule?
Many examples, Teacher draws attention to important details by asking questions. Students try to use the rule (or explain their guess about the rule) T gives feedback. Students try again. (Repeat steps 3,4&5 if necessary) Provide many chances to practice to master the new rule.

Notice Link Want Succeed Challenge Play
How does inductive teaching help Ss initiate the active learning cycle? What’s the relationship between “confusion” and noticing and Notice Notice Link Want Succeed Challenge Play

Sample Lesson #2 As you participate in this lesson, please try to take mental note of: How the target language is introduced and practiced (EIF) how the materials and activities target/access the different learning styles (VAKT) what the SLO (student learning objective) is

A penguin can fly. O/X

A dog can swim. O/X

Yuna can’t skate. O/X

A chef can cook. O/X

A fish can walk. O/X

What questions did I ask you?
Hobby / Name _________ ____ ________ ______ Swim Cook ramyun Play baseball Do taekwondo Play WoW What questions did I ask you?

Fix these sentences if they are wrong: I can’t swim
Fix these sentences if they are wrong: I can’t swim. She can cooking ramyun. He can plays baseball. She can do taekwondo. I can’t played computer games.

A: Can you ______? B: Yes, I can. No, I can’t.

A: Can he/she ______? B: Yes, he/she can. No, he/she can’t.

Copy this chart in your book
Hobby / Name Play baseball Choose and write three hobbies. Write the names of three friends. Ask your friends questions about their hobbies.

Processing: Discussion Questions
When did the students encounter the target language? What do we need to provide our students when we teach this way? How did I check that the students understood the form? When did you learn the meaning and use of the new language?

Processing: Discussion Questions
What was the SLO for this lesson? What steps were Encounter, Internalize and Fluency? Look at the Internalize stage. What was the controlled practice, less controlled practice? When did the teacher use SL? TL? What was higher, STT or TTT? How does that help Ss learn?

Processing: Discussion Questions
How did the T assess the Ss prior knowledge? How did the T create opportunities for peer learning and peer interaction? What techniques, strategies and/or materials were used to make practice fun? What was the objective of this lesson? Was it achieved? If you were to teach this lesson, what might be the most challenging aspect of the lesson for you?

Application Consider the language you prepared for this class.
Write an SLO for your lesson. What realistic context can you use to have the Ss encounter the TL? How will you check the form and meaning?

Make your own SLO * Remember the key is to think about the language needed to complete a communicative task that students will demonstrate by the end of the lesson; this task should be based on what the students have learned from all the activities they participated in during the lesson. It might be helpful to use the following “formula”: By the end of the lesson, SWBAT demonstrate (TL – functons & notions – knowledge, & skills) by (doing something = the assessment activity)__.

SLO Formula By the end of the lesson, SWBAT ___________________________ by _________________________________________.

Your First Lesson Plan Draw an triangle on a piece of paper.
What steps are there to teach someone to ride a bike? List the steps on your paper. Put the first step at the top of the triangle and the last step at the bottom First  Last 

Your First Lesson Plan Read through your lesson plan and label the stages E-I-F. Look at your last step: Did you give your learner a clear task to let them demonstrate their SLO? Write an SLO of this lesson plan using the formula you learned in this lesson. Did you miss any steps? Add them in. First  Last 

Free By the end of the lesson, SWBAT demonstrate their
ability to ride a bike alone BY riding the bike to the store to buy two ice cream cones. Encounter: Introduce learner to bike assess prior knowledge asks learner about parts of bike introduce key concepts and vocabulary model the task/skills for learner Internalize: controlled practice – trainer holds bike while leaner rides less controlled practice – trainer removes support gradually so learner can internalize Fluency: learner rides bike with out support from trainer learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones. 1. Controlled Free

Scaffolding SLA Definition: Materials Development Definition
scaffolding explains how learning occurs as a result of “support coming from a more knowledgeable other that leads the learner to internalize what is being learned.” (Ko, Schallert and Walters (2003). Materials Development Definition scaffolding denotes the language support that the teacher or material developer builds into the productive skill lesson to facilitate the successful learning of the target language

Free By the end of the lesson, SWBAT demonstrate their
ability to ride a bike alone BY riding the bike to the store to buy two ice cream cones. Encounter: Introduce learner to bike assess prior knowledge asks learner about parts of bike introduce key concepts and vocabulary model the task/skills for learner Internalize: controlled practice – trainer holds bike while leaner rides less controlled practice – trainer removes support gradually so learner can internalize Fluency: learner rides bike with out support from trainer learner is given a task that demonstrates his/her ability such as: Ride the bike to the store and buy two ice cream cones. 1. Controlled Free

Visual Support on the box under the box next to the box in the box

EIF E = Encounter I = Internalize F = Fluency
Students “encounter” the target language through an activity of some kind (rather than teacher “presenting” the target language) I = Internalize Students “internalize” the target language through practice (controlled practice activities  free practice activities) F = Fluency Students “USE” the target language on their own  they become fluent in using the target language

What do you think this triangle shape represents?
EIF framework What do you think this triangle shape represents? E ____ I __________________ F

EIF breakdown of triangle shape
E  time needed to encounter and clarify the target language/skill. I  Timed needed to work on accurately remembering and internalizing the target language/skill. F  Time needed to work on fluently using the target language/skill (mastery).

Sometimes the shape of this framework can look similar to a Christmas tree rather than a triangle.
Why do you think this is so?

Why do you think this is so?
Imagine teaching “greetings” to your students. Would you teach them the whole dialogue at once? Why? E (encounter) I (internalize) E I F We call this “Language chunking”

Typical ENCOUNTER activities
brainstorming describing a picture or pictures using the people and things in the classroom learning a dialogue (choral repetition and group drilling) watch and follow a model elicitation from students of vocabulary they already know word map story telling with guiding Qs to elicit concepts, term or vocabulary reading/listening to sentences reading/listening to a passage puzzle/games that check Ss prior knowledge

Typical INTERNALIZE and FLUENCY activities
pair conversations & conversation grids games information gaps interviews/surveys mixers (“cocktail party”) such as “Find Someone who…” dialogues and personalized substitution drills (less controlled internalize practice activity only) role plays (usually only for fluency) discussions & debates

Is there a difference between dialogues and role-plays?
Dialogue = the script is provided and students read it. (*Substitution of language points in the dialogue is also common “dialogue” activity). Role-play = the script is not provided. Students use the language they have learned on their own in a situation provided by the teacher.

Creates more effective lessons
Backwards Planning Second to last activity First practice activity SLO & Final Activity Warm-Up Introduction Creates more effective lessons Saves planning time